This paper provides a personal reflection on the introduction of an electronic portfolio (e-portfolio) into a new blended learning assistive technology (AT) course in the UK. The reflection is based upon a preliminary module evaluation of a group of postgraduate mature students from health, social care and charity backgrounds. Within the last few years there appears to have been a surge in e-portfolio usage as an educational tool, for example, within engineering settings, medical schools and nursing education. Health and social care professional education in the UK now places a strong emphasis on reflective practice. Given these developments, an opportunity arose to integrate reflective spaces into each AT module using the university's e-portfolio tool, PebblePAD. I will review some of the key drivers promoting the use e-portfolios within the wider educational context alongside local examples. However, the main focus of the reflection will be on describing the rationale for using an eportfolio within the AT course and how student reflections and e-portfolio usage were embedded within the introductory module. In the final module session, five students completed an in-depth module evaluation of their reflective experiences. Qualitative responses were collated and analysed to identify prominent themes. Evidence from students' evaluations are also examined in conjunction with selected literature in relation to assessing the impact of integrating formative reflective tasks with the e-portfolio tool. Key learning points are explored particularly in relation to offering students choices in reflective tools available and the need to carefully consider the use of e-portfolios with reflective tasks as part of summative or formative assessment. It is anticipated that these reflections will stimulate debate and the concluding critical question checklist will be helpful for other educators that are considering the use of an e-portfolio to support the reflective process within their teaching and learning approach
|Publication status||Published - 2008|
Bibliographical noteThis paper was given at the 7th European Conference on e-Learning, ECEL 2008; Agia Napa; Cyprus; 6 November 2008 through 7 November 2008.
- Assistive technology
- Critical reflection